Modelling human teaching tactics and strategies for tutoring systems

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers

identifying archaeological knowledge using multi dimensional scaling and multiple constraint satisfaction

In this thesis, I look at the current state of research in two fields: the cognitive psychology of learning and expertise & the development of Intelligent Tutoring Systems, especially their methods of modelling the users knowledge state. Within these areas I proceed to examine the way that these theories have overlapped in the past and consider their recent divergence, suggesting that this parting of the ways is premature. I then consider other relevent research so as to suggest a hypothesis where a symbolic connectionist approach to the modelling of knowledge states could be a solution to previous difficulties in the field of Intelligent Tutoring. This hypothesis is then used to construct a method for its examination and also a computer program to analyse the collected data. I then undertake experimental work to validate my hypothesis, and compare my results and methods with a pre-established technique for interpreting the data, that of multi-dimensional scaling. Finally the method now shown to be feasible is discussed to indicate the its success and highlight its shortcomings. Further suggestions are also made as to further research avenues

Integrating a software engineering approach and instructional factors in instructional software development--illustrated by a prototype in theoretical computer science

This dissertation is a multi-disciplinary study, which integrates a software engineering approach with instructional factors in the decision-making, analysis, design and development processes of instructional software. Software engineering models, tools and representations are used in the process of software construction. With reference to the fundamental characteristics of the software product, several disciplines and factors, from both instructional and computing perspectives are considered, and the most appropriate approach/es selected. Software engineering, instructional design and instructional theory are considered as pillars of courseware engineering. The object-oriented design paradigm and a prototyping life-cycle model are found to be most suitable for development of computer-aided instruction. The conceptual study is illustrated by prototype development of a component-based multi-activity practice environment in theoretical Computer Science. It offers perusal or practice, in various instructional modes, according to the user's preferred learning style or need.ComputingM. Sc. (Information Systems

Multiple Viewpoints for Tutoring Systems.

This thesis investigates the issue of how a tutoring system, intelligent or otherwise, may be designed to utilise multiple viewpoints on the domain being tutored, and what benefits may accrue from this. The issue was relevant to earlier systems, such as WHY (Stevens et al. 1979) and STEAMER (Hollan et al. 1984). The relevant literature is reviewed, and criteria which must be met by our implementation of viewpoints are established. Viewpoints are conceptualised as pre-defined structures which can be represented in a tutoring system with the potential to increase its effectiveness and adaptability. A formalism is proposed where inferences are drawn from a model by a range of operators. The application of this combination to problems and goals is to be described heuristically. This formulation is then related to the educational philosophy of Cognitive Apprenticeship. The formalism is tested and refined in a protocol analysis study which leads to the definition of three classes of operators. The viewpoint structure is used to produce a detailed formulation of the domain of Prolog debugging for novices, with the goal that students should learn how different bugs may be localised using different viewpoints. Three models of execution are defined, based on those described by Bundy et al. (1985). These are mapped onto a restricted catalogue of bugs by specifying a number of conventions which produce a simplified and consistent domain suited to the needs of novices. VIPER, a tutoring system which can itself accomplish and explain the relevant domain tasks, is described. VIPER is based on a meta-interpreter which produces detailed execution histories which are then analysed. An evaluation of VIPER is reported, with generally favourable results. VIPER is discussed in relation to the research goals, the usefulness of Cognitive Apprenticeship in supporting such a design, and possible future work. This discussion exemplifies the use of established student modeling techniques, the implementation of other viewpoints on Prolog, and the application of the design strategy to other domains. Claims are made in relation to the formulation of viewpoints, the architecture of VIPER, and the relevance of Cognitive Apprenticeship to the use of multiple viewpoints

Negotiated Tutoring: An Approach to Interaction in Intelligent Tutoring Systems

This thesis describes a general approach to tutorial interaction in Intelligent Tutoring Systems, called "Negotiated Tutoring". Some aspects of the approach have been implemented as a computer program in the 'KANT' (Kritical Argument Negotiated Tutoring) system. Negotiated Tutoring synthesises some recent trends in Intelligent Tutoring Systems research, including interaction symmetry, use of explicit negotiation in dialogue, multiple interaction styles, and an emphasis on cognitive and metacognitive skill acquisition in domains characterised by justified belief. This combination of features has not been previously incorporated into models for intelligent tutoring dialogues. Our approach depends on modelling the high-level decision-making processes and memory representations used by a participant in dialogue. Dialogue generation is controlled by reasoning mechanisms which operate on a 'dialogue state', consisting of conversants' beliefs, a set of possible dialogue moves, and a restricted representation of the recent utterances generated by both conversants. The representation for conversants' beliefs is based on Anderson's (1983) model for semantic memory, and includes a model for dialogue focus based on spreading activation. Decisions in dialogue are based on preconditions with respect to the dialogue state, higher level educational preferences which choose between relevant alternative dialogue moves, and negotiation mechanisms designed to ensure cooperativity. The domain model for KANT was based on a cognitive model for perception of musical structures in tonal melodies, which extends the theory of Lerdahl and Jackendoff (1983). Our model ('GRAF' - GRouping Analysis with Frames) addresses a number of problems with Lerdahl and Jackendoff's theory, notably in describing how a number of unconscious processes in music cognition interact, including elements of top-down and bottom-up processing. GRAF includes a parser for musical chord functions, a mechanism for performing musical reductions, low-level feature detectors and a frame-system (Minsky 1977) for musical phrase structures

The development of a computer based modelling environment for upper secondary school geography classes.

This thesis describes the development of a specification for a\ud computer based modelling system in geography. The modelling\ud system will be for use in upper secondary school geography\ud classes. The classroom approach to geography reflects the\ud developments within the broader academic discipline. By\ud adopting a systems analysis approach, it is possible to represent\ud models on the computer, from the full range of geographical\ud approaches. The essence of geographical modelling is to be able\ud to use a computer based environment to manipulate, and create,\ud the inter-relationships of the components of a geographical\ud system.\ud The development of the specification for the modelling system,\ud follows an eleven step methodology. This has been adapted and\ud modified from the Research and Development Methodology. It\ud includes a formative evaluation of the prototypes in classroom\ud trials.\ud The possible forms of representation of geographical ideas on\ud the computer are considered. Procedural and declarative models\ud are developed, as prototypes, on a range of software tools. The\ud software tools used, for the initial developments, are the\ud Dynamic Modelling System, spreadsheets and the language,\ud Prolog. The final prototype is developed in a Smalltalk\ud environment. Consideration is also given to the use of both\ud quantitative and qualitative methods of modelling.\ud Model templates are identified which give an underlying\ud structure to a range of geographical models. These templates\ud allow the students to build new models for different\ud geographical areas. Proposals are made for a staged approach\ud which addresses the introduction and use of modelling in the\ud geography classroom. These stages move through the use of\ud simulation, through the modification of the underlying model, to\ud the transfer of the model template to different areas and finally,\ud the building of new models

Analogical specification reuse during requirements analysis

This thesis investigates analogy as a paradigm for retrieving, understanding and customising reusable specifications during requirements engineering. Cooperation between software engineers and support tools is necessary for effective analogical reuse. Retrieval uses a computational implementation of analogical reasoning to search and match many reusable specifications. On the other hand understanding, transferring and adapting specifications requires cooperation between the tool and software engineer. Cooperative support was designed for less-experienced software engineers with most to gain from successful specification reuse. Deliverables from this research have implications for software engineering, artificial intelligence, cognitive science and human-computer interaction. Specification retrieval is founded on a framework of software engineering analogies. This framework includes a set of domain abstractions describing key facts about software engineering domains. A computational model of analogical reasoning which matches domain descriptions to these abstractions was designed, implemented and evaluated during user studies with a prototype reuse advisor. An intelligent dialogue acts as a front-end to this retrieval mechanism by acquiring key domain facts prior to retrieving domain abstractions. This dialogue was designed from empirical studies of software engineering behaviour during requirements capture and modelling. Design of support tools for specification understanding and transfer was based on cognitive task and reasoning models of software engineering behaviour during analogical reuse and mental models of analogical understanding. Two empirical studies of inexperienced software engineers identified problematic mental laziness manifest as specification copying. A third study of expert software engineers who successfully reused specifications identified strategies for effective reuse. Detailed findings from all three studies informed the design of tool-based support for specification understanding and transfer. Findings also have implications for the design of tools to support other requirements engineering activities